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Ignorance in Educational Research: Or, How Can You "Not" Know That?
Vol. 22, No. 5 (Jun. - Jul., 1993), pp. 15-23
Published by: American Educational Research Association
Stable URL: http://www.jstor.org/stable/1176947
Page Count: 9
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In this article I argue that ignorance is a better criterion than truth for determining the usefulness of knowledge generated through different forms of educational research. This argument has implications for how we conceptualize educational research, how we teach it, and how we frame and support relationships between researchers and their subjects. The argument draws on a distinction between "blind spots" and "blank spots," and it is supported by examples drawn from the literature of educational research. The argument and examples illustrate how greater attention to the ignorance of researchers and subjects can increase our understanding of different disciplinary and organizational models of educational research, including configurations of "practitioner research" and "cooperative research."
Educational Researcher © 1993 American Educational Research Association